| 1. |
- Andrée, Alexander, et al.
(författare)
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Kristoffer Larsson
- 2014
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Ingår i: Swedish students at the University of Leipzig in the Middle Ages. - Stockholm : Sällskapet Runica et Mediaevalia. - 9789188568595 ; , s. 153-181
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Bokkapitel (refereegranskat)
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| 2. |
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| 3. |
- Belitsky, Victor, 1955, et al.
(författare)
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Design and performance of ALMA band 5 receiver cartridge
- 2010
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Ingår i: 35th International Conference on Infrared Millimeter and Terahertz Waves (IRMMW-THz), 2010. - 9781424466559 ; , s. 1-2
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Konferensbidrag (refereegranskat)abstract
- ALMA, Atacama Large Millimetre Array, covers the frequency band from 30 GHz to 960 GHz in ten separate frequency bands. We present here the design and performance of the ALMA Band 5 receiver cartridge that covers 163–211 GHz. The Band 5 receiver shows the state-of-the-art performance with the noise temperature below 65K (SSB) and sideband rejection above 12 dB over 80% of the RF band.
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| 4. |
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| 5. |
- Billade, Bhushan, 1982, et al.
(författare)
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Performance of the First ALMA Band 5 Production Cartridge
- 2012
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Ingår i: IEEE Transactions on Terahertz Science and Technology. - 2156-342X .- 2156-3446. ; 2:2, s. 208-214
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Tidskriftsartikel (refereegranskat)abstract
- We present performance of the first ALMA Band 5 production cartridge, covering frequencies from 163 GHz to 211 GHz. ALMA Band 5 is a dual polarization, sideband separation (2SB) receiver based on all Niobium (Nb) Superconductor-Insulator-Superconductor (SIS) tunnel junction mixers, providing 16 GHz of instantaneous RF bandwidth for astronomy observations. The 2SB mixer for each polarization employs a quadrature configuration. The sideband separation occurs at the output of the IF hybrid that has integrated bias-T for biasing the mixers, and is produced using superconducting thin film technology.Experimental verification of the Band 5 cold cartridge performed together with warm cartridge assembly, confirms that the system noise temperature is below 45 K over most of the RF band, which is less than five photon noise (5 hf/k). This is to our knowledge, the best results reported at these frequencies. The measurement of the sideband rejection indicates that the sideband rejection better than 10 dB over 90% of the observational band.
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| 6. |
- Billade, Bhushan, 1982, et al.
(författare)
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Performance of the first ALMA Band 5 production cartridge
- 2011
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Ingår i: Proceedings of the 22nd International Symposium on Space Terahertz Technology, April 26-28th, 2011 - Tucson, Arizona, USA. ; , s. 56-56
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Konferensbidrag (refereegranskat)abstract
- We present performance of the first ALMA Band 5 production cartridge, covering RF frequencies from 163 GHz to 211 GHz. ALMA Band 5 is a dual polarization, sideband separation (2SB) receiver based on all Niobium (Nb) SuperconductorInsulator-Superconductor (SIS) tunnel junction mixer, providing 16 GHz of instantaneous RF bandwidth for the astronomy observations. The 2SB mixer for each polarization employs a quadrature layout. The sideband separation occurs at the output of the IF hybrid that has integrated bias-T for biasing the mixers, and is produced using superconducting thin film technology. Experimental verification of the Band 5 cold cartridge performed together with warm cartridge assembly, confirms the system noise temperature below 45 K, less than five quantum noise (5 hf/k) over most of the RF band, which is to our knowledge, the best results at these frequencies. The measurement of the sideband rejection indicates that the sideband rejection better than 10 dB over 90% of the observational band.
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| 7. |
- Charpentier Ljungqvist, Fredrik, 1982-
(författare)
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Kungamakten och lagen : En jämförelse mellan Danmark, Norge och Sverige under högmedeltiden
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The dissertation is a comparative study of the expansion of law-regulated royal power in Denmark, Norway, and Sweden c. 1150–1350. The aim is to examine how the king’s judicial and military authority and functions, and their effect on the power position of the regional legal assembly and the church, is expressed and how it changed over time in the extant law material. The starting point is the pan-European consolidation of royal power in the High Middle Ages, and the dissertation considers international research on the medieval state formation process and its driving forces. The processual concepts of centralization, institutionalization, hierarchization, and territorialization occupy a central place in the analysis.Danish, Norwegian, and Swedish laws all reflect a significant increase in royal power. A growing number of societal functions were vested in the increasingly institutionalized kingship, and there was a growth in its power resources. At the same time, it is possible to identify crucial inter-Scandinavian differences. A main finding is that the law-regulated royal power, in most respects, was strongest in Norway and weakest in Sweden. Another important conclusion is that executive royal power first emerged after the judicial and also legislative power had already to a large extent come under royal control.It is demonstrated that Scandinavian kingship in the High Middle Ages was characterized by increasingly centralized and institutionalized territorially based power, with a greater monopoly on the use of legitimate force, and thereby strengthened the ongoing state formation process. The expansion of law-regulated royal power primarily concerned the judicial sphere and only secondarily the military and fiscal spheres. That state formation was driven by judicial development rather than militarization is also shown by the fact that Norway, despite having the least professionalized and resource-demanding armed forces, was the Scandinavian country with the most centralized and institutionalized royal power.
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| 8. |
- Ferm-Almqvist, Cecilia, et al.
(författare)
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Assessment as learning in music education : The risk of "criteria compliance" replacing "learning" in the Scandinavian countries
- 2017
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Ingår i: Research Studies in Music Education. - : Sage Publications. - 1321-103X .- 1834-5530. ; 39:1, s. 3-18
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Tidskriftsartikel (refereegranskat)abstract
- Recent reforms in England and the USA give evidence that teaching methods and content can change rapidly, given a strong external pressure, for example through economic incentives, inspections, school choice, and public display of schools' and pupils' performances. Educational activities in the Scandinavian countries have increasingly become dominated by obligations regarding assessment and grading. A common thread is the demand for equal and just assessment and grading through clear criteria and transparent processes. Torrance states that clarity in assessment procedures, processes, and criteria has underpinned widespread use of coaching, practice, and provision of formative feedback to boost achievement, but that such transparency encourages instrumentalism. He concludes that the practice of assessment has moved from assessment of learning, through assessment for learning, to assessment as learning, with "assessment procedures and practices coming completely to dominate the learning experience" and "criteria compliance" replacing "learning". Thus, formative assessment, in spite of its proven educational potential, threatens to be deformative. In this article we will explore to what extent and how this development is visible in two cases, presenting music education in one Norwegian and one Swedish compulsory school setting. Three thematic threads run through this exploration: quality, power, and instrumentalism.
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| 9. |
- Ferm, Cecilia, et al.
(författare)
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Assessment as learning in music education : The risk of ‘criteria compliance’ replacing ’learning’ in the Scandinavian countries
- 2014
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Konferensbidrag (refereegranskat)abstract
- Assessment as learning in music education - the risk of ‘criteria compliance’ replacing ’learning’ in the Scandinavian countriesRecent reforms in England and USA give evidence that teaching methods and content can change rapidly, given a strong external pressure, for example through economic incentives, inspections, school choice and public display of schools’ and pupils’ performances. Educational activities in the Scandinavian countries have increasingly become dominated by obligations regarding assessment and grading. A common thread is the demand for equal and just assessment and grading through clear criteria and transparent processes. Torrance (2007) states that clarity in assessment procedures, processes and criteria has underpinned widespread use of coaching, practice and provision of formative feedback to boost achievement, but that such transparency encourages instrumentalism. He concludes that the practice of assessment has moved from assessment of learning, through assessment for learning, to assessment as learning, with assessment procedures and practices coming completely to dominate the learning experience and ‘criteria compliance’ replacing ‘learning’. Thus, formative assessment, in spite of its proven educational potential, threatens to be deformative (Torrance, 2012). In the symposium we will explore to what extent and how this development is visible from four perspectives. Four examples of assessment investigation of dance and music education in primary, lower and upper secondary schools will function as entrances to the dilemma.The symposium will start with an introduction of assessments demands in general and in the Scandinavian countries specifically, ending up in the theories of Torrance, and the risk of assessment as learning or even. Thereafter the following perspectives and settings will be described.Professionalism in Action – Music Teachers on an Assessment JourneyIf assessment practices within education have led, as Torrance (2007) claims, to instrumentalism in the form of “assessment as learning [and] criteria compliance” (p. 281-282), how can teachers and researchers reclaim the exploratory notions of (music) education? In an ongoing collaborate Research and Development and Participatory Action Research project, a group of Swedish upper secondary school music teachers together with a researcher investigates issues regarding assessment, for instance why equality is not spelled “exactly the same thing” and how teachers balance professionalism with accountability. Demands on documentation of dance knowledge in upper secondary schools in Sweden – how does that processing assessment practice?In the syllabuses from Gy11, expressed dance performance can be seen as an embodied action. Though, students and teachers are asked to evaluate themselves and fill out a written rubric in the same way as all other subjects at studied upper secondary schools. The focus on criteria-referenced feedback can have coherence to assessment as learning instead of assessment for learning. Based on observations, conversations and written reflections teachers are expressing the insufficiency with the rubric in combination to dance. How is the demand on documentation processing the assessment practice? Through a study of grading conversation teachers´ conception of qualities are illuminated. What is the base for what is assessed and communicated and how is that effect the teaching professionalism? What is prepossessing teachers´ conceptions of qualities?An outline of an understanding of assessment as didactical self-defence strategiesThe findings of Vinge (2014) indicate a clear tendency towards a systematic criterion based assessment practice in the compulsory music of subject in lower secondary schools in Norway. This change in practice follows the implementation of the latest curriculum reform (LK06, the knowledge reform), a curriculum reform initiated to enhance student learning within the frames of international competency comparison. Music teachers make use of new assessment principles and techniques designed to enhance student learning, associated with the so-called assessment for learning concept. However, the analysis indicates that these principles and techniques are being used mainly for grading purposes and settings – assessment of learning. All though teachers seem to face lots of difficulties in the construction of various assessment schemes; once adopted they seem to become important tools in the teachers’ strive for effectiveness and control. This poses a central question, which will be elaborated in this presentation: Who is assessment actually for? Is it for the students or the teacher? Teaching for learning or teaching for documentation: on the effects of a curriculum reformThe Swedish 2011 curricular reform brought considerable change to the school system. Among other changes, grading was to take place from school year 6 and not from year 8 and a new grading regime was introduced with more grades and more detailed criteria than in the preceding curricula. In this presentation, preliminary results from a survey among music teachers in Swedish compulsory school will be discussed. The survey is based on the findings in a qualitative study of music teachers’ perceptions of this reform (Zandén & Ferm, forthcoming) and aims at giving a representative picture of the effects of the reform on music education and music teachers’ professional situation. Finally Lauri Väkevä will draw lines between the different contributions, comment critically, and conclude with with a Finnish perspective.
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| 10. |
- Ferm, Cecilia, et al.
(författare)
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Implementation of a new assessment system – consequences for teaching and learning of music in Swedish schools year 5-7
- 2013
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Konferensbidrag (refereegranskat)abstract
- Over the last years several reforms have influenced the educational system in Sweden. A new curriculum for the compulsory school has offered teachers and pupils a totally new system for assessment. A new credit scale is constructed and all pupils will be graded already in the 6th grade, which means that new teacher groups will have to grade their pupils’ performances. The curriculum describes criteria in three qualitative levels for each subject by defining aspects of a holistic knowing and describing three levels of competence within each of these aspects. Clarity and transparency have been steering concepts in the formulation process in order to offer parents and pupils a better possibility to understand and influence education and assessment in schools. At the same time teachers are expected to make holistic assessments of the pupils’ acquired knowledge. In a subject as music, teachers’ subject knowledge and conceptions of quality can transcend what is currently possible for them to verbalize. In several other subjects written and spoken language constitute the primary media of communication. Musical knowledge though, can be expressed and experienced in sounding forms, a mode of expression which is not easily transduced into writing or speaking. Hence, high demands for verbal clarity in aims and assessment may result in essential parts of music being excluded from teaching and learning, based on a view that these aspects are too complicated to assess equally, or impossible to communicate verbally in a clear way. There is a risk that the new demands on clarity and transparency may reduce the subject to comprise only those aspects that can be easily measured and talked about. The current study aims to systematically and critically investigate in which ways the Swedish curriculum with its new assessment- and grading regime influences music teachers’ practice and their students’ musical learning in grade 5 to 7. Earlier research has generally stated that educational reforms take time to implement, but recent reforms in England and USA give evidence that teaching methods and content can change rapidly, given a strong external pressure, for example through economic incentives, inspections, school choice and public display of schools’ and pupils’ performances. Music education could become an easy prey for such pressures, given that music teachers lack a tradition to accompany music with words and that musical assessment criteria often are perceived as subjective, as compared to objective measurables. The demand for clear and explicit criteria offers challenges, since differences between credit levels are expressed as assessable qualities and not measurable quantities. A forced verbalisation of these quality aspects may get consequences for music teachers’ evolving understanding of knowledge aspects, as well as for their experience of and qualitative evaluation of students’ musical achievements and expressions. The first phase of the study includes interviews with music teachers teaching in year 5-7 about changes in their teaching practices as well as their perceptions of the new demands in Lgr11. The second phase will be a survey, aiming to map the implementation scenario among Swedish music teach in the same years. The third and final part gets its inspiration from Engeström’s activity theory where structural and intentional contradictions are expected to have a key function for learning and development. In this phase the teachers’ as well as the students’ perspectives are focused through participant observation, interviews, and collegial conversations. The teachers define the problems found in practice, which are discussed among colleagues who together create strategies for further development. A model for general development work will be constructed through the project. By limiting the investigation to teachers who teach music in year 5-7 the study can claim to generate new knowledge concerning a group of teachers that have been neglected earlier. In the presentation at the conference we will present the study as a whole and also communicate some preliminary results from the first phase interview study.
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